Bachelor of Architecture · 2014. 7. 2. · Email: [email protected] – Phone: 01-786456 ext:1809 Dr. Maroun El Daccache, Chair of Department of Architecture and Interior Design P.O

Architecture Program Report – Initial Candidacy

September 2012

Bachelor of Architecture

Lebanese American University

PRESIDENT OF THE INSTITUTION Dr. Joseph George Jabbra, President

P.O. Box: 13-5053 Chouran Beirut 1102 2801 Email: [email protected] – Phone: 01-782111

CHIEF ACADEMIC OFFICER

Dr. Abdallah Sfeir, Provost P.O. Box: 13-5053 Chouran Beirut 1102 2801 Email: [email protected] – Phone: 01-811959

HEADS OF ACADEMIC UNITS

Dr. Elie A. Badr, Interim of School of Architecture and Design and Assistant Provost

P.O. Box: 13-5053 Chouran Beirut 1102 2801 Email: [email protected] – Phone: 01-786456 ext:1809

Dr. Maroun El Daccache, Chair of Department of Architecture and Interior

Design P.O. Box: 13-5053 Chouran Beirut 1102 2801

Emaill: [email protected] – Phone 01-786456 ext:2224

NAAB architecture program report September 2012: department of architecture & interior design, SArD-LAU 1

TABLE of CONTENTS PART ONE: Institutional Support and Commitment to Continuous Improvement

Sections 1-3

Section 1: Identity and Self-Assessment I.1.1 History and Mission 04I.1.2 Learning Culture and Social Equity 11I.1.3 Response to the Five Perspectives A-Architectural Education and the Academic Community 18 B-Architectural Education and Students 20 C-Architectural Education and Regulatory Environment 22 D-Architectural Education and the Profession 23 E-Architectural Education and the Public Good 24 2005-2012 DAID Achievements and Activities 26I.1.4 Long-Range Planning 40I.1.5 Self-Assessment Procedures 46 Section 2: ResourcesI.2.1 Human Resources & Human Resource Development 50I.2.2 Administrative Structure & Governance 55I.2.3 Physical Resources 57I.2.4 Financial Resources 67I.2.5 Information Resources 69 Section 3: Institutional and Program Characteristics I.3.1 Statistical Reports 69I.3.2 Annual Reports 69I.3.3 Faculty Credentials 69

PART TWO: Educational Outcomes and Curriculum

Sections 1-4

Section 1: Student Performance – Educational Realms & Student Performance Criteria II.1.1 Student Performance Criteria 71 Realm A: Critical Thinking and Representation Realm B: Integrated Building Practices, Technical Skill

and Knowledge Realm C: Leadership and Practice Section 2: Curricular FrameworkII.2.1 Regional Accreditation 73II.2.2 Professional Degrees and Curriculum 74II.2.3 Curriculum Review and Development 79 Section 3: Evaluation of Preparatory/Pre-Professional Education 80


Section 4: Public InformationII.4.1 Statement on NAAB-Accredited Degrees 80II.4.2 Access to NAAB Conditions 80II.4.3 Access to Career Development Information 80II.4.4 Public Access to APRs and VTRs 80II.4.5 ARE Pass Rates 80

PART THREE: Timeline for Achieving Initial Accreditation

82 PART FOUR: Supplemental Information

IV.1 Description of policies and procedures for evaluating

students work 84

IV.2 Course Descriptions 90IV.3 Faculty Resume 161IV.4 URL to Catalogue 175IV.5 Eligibility Memorandum from the review of the

application for candidacy 175

APPENDECIES Appendix 1 Curriculum Maps 177Appendix 2 Faculty Course Matrix 179Appendix 3 Copy of NEASC Regional Accreditation 181Appendix 4 Office Practice Forms 182


PART ONE INSTITUTIONAL SUPPORT & COMMITMENT TO

CONTINUOUS IMPROVEMENT


PART ONE: SECTION 1 – IDENTITY & SELF-ASSESSMENT I.1.1 HISTORY AND MISSION

History,Mission,FoundingPrincipalsofLAU"On the 20th we planted our feet upon these sacred shores, and soon forgot all the troubles of the way, which had mingled with the mercies of eighteen weeks, the interval that had elapsed since we left our native land."

So wrote the founder of the first school for girls in Ottoman times, Sarah Huntington Smith to her parents upon her arrival in "Beyroot" on January 20, 1834. This early foundational root of LAU also finds a reminder in an engraved column in Beirut’s city center dating back to 1835: “Site of the first edifice built as a school for girls in the Turkish Empire.” The American school for girls established in 1924, which is considered the birth date of LAU, grew out of this early Presbyterian mission. In 1927 the American Junior College for Women (AJCW) became a separate institution and was transferred to Ras-Beirut. Despite this long chain of transformation, the Lebanese American University continues to derive its inspiration from, and pledges fidelity to its Presbyterian founders. The institution’s changes of name reflecting the adoption of revised missions and program offerings, came partly as a normal development in line with the changing world of higher education, but were also often prompted by a changing local political and social conditions as they evolved from Ottoman times to the present day independent Lebanon.

By 1950, AJCW transformed into a four-year institution of higher learning and became Beirut College for Women (BCW). In 1955, the Board of Regents of the State University of New York chartered the college, and in 1970 the Bachelor’s degree was recognized by the Lebanese government as equivalent to the License, (three-year university degree in today’s European Bologna accords parlance). In 1974, and in order to grow enrollment enabling the offering of more programs and majors, the college became co-educational and was renamed Beirut University College (BUC). The institution faced major challenges during the 1975-1990 Lebanese war, its enrolment plunging by over 80% in fall 1976. However the institution came together and stubbornly faced the challenges with the help of benefactors and alumni. While the country was being dismembered and destroyed, BUC continued to provide young men and women with an education they could not get elsewhere as travel abroad became next to impossible. In 1995, Lebanese American University (LAU) emerged as a multi-campus university with its historic home in Beirut, a new campus in Byblos. Up to the late eighties, program offerings were limited to majors in the Schools of Arts and Sciences and Business; the Schools of Engineering and Architecture, and Pharmacy were added in the early nineties.

LAU’s historic roots positioned it as the University of Choice for women’s education in Lebanon and the region. Faculty, staff and administration’s caring attitude to students carried over to the present day, imparting a reputation of an institution that is student


centered. This is further reaffirmed and reflected in LAU’s mission, vision and values. A major change in the student population occurred in the eighties with the substantial increase of Lebanese students. Whereas local nationals were under 45% in the mid-seventies, they now stand at about 80%. Regional enrollment now counts for about 10%, and the remaining 10% come from other parts of the world, though a substantial number of these students are bi-national Lebanese whose families expatriated during the war. Lebanese students belong to the mosaic of 17 different religious denominations that comprise the country. Most students come from middle class families and from private secondary schools that provide the quality education needed to join LAU. An important financial aid program is in place to provide opportunities to deserving students that cannot afford the tuition. Substantial resources are continuously being added to this program that benefits one in every three to four students. About two thirds of students receive their education mainly in French and Arabic before joining LAU. While they all have some knowledge of English, most have to join special pre-college remedial English language courses before they can fully enroll in the major of their choice. This specificity of LAU, not normally found in an American Institution operating in the US, has a high impact on enrollment and faculty profiles and statistics that are covered in the body of this report.

History, Mission and Founding Principals of the School of Architecture and Design and the Architecture Program The School of Architecture & Design was officially established in 2009, following the consolidation of existing programs in Fine Arts, Foundation, Architecture, Interior Design, and Graphic Design, under one school. The established programs had a long history at LAU, with the program in Fine Arts dating back to 1957, Interior Design to 1982, Architecture to 1991 and Graphic Design to 1994 The School of Architecture & Design includes three major departments: Fine Arts & Foundation Studies, Architecture & Interior Design, and Graphic Design. These departments currently offer bachelor degrees in Fine Arts, Interior Design, Interior Architecture, Architecture, and Graphic Design. The architecture program is currently offered at LAU’s Byblos campus and only the first two years are offered at LAU’s Beirut campus.

In addition to their major in architecture, students may develop ‘minor’ interests in areas such as Islamic Art, Architecture and Design, or Digital Media, by taking courses that focus on these areas of interest.

Part of educational strategy of LAU’s architecture program is also the establishment of international exchange programs with others universities. These programs foster an environment of open academic exchange and expand our students’ exposure to international ideas and design issues, as well as provide them with the possibilities of continuing their graduate studies at these partnership schools. The department of architecture has established partnerships at different levels with:

- Rotterdam Academy of Architecture [International Design Workshops] - The University of Venice, [PhD Villard d’honnecourt]. - Ecole Speciale d’Architecture, Paris, [Students Exchange Program]


- Domus Academy, Milan, [Graduate Studies] The Mission of the School of Architecture and Design “is to educate competent designers and fine artists in the various design fields, who will have the breadth of knowledge and the skills necessary to creatively engage different artistic and design problems, in addition to a broad culture founded on liberal education, that will allow graduates to operate as responsible citizens and ethical professionals in a global world.” The vision of the School of Architecture and Design is driven by its Mission and Values, specifically to:

- “Create a School that brings together the various design and fine arts disciplines;

- Develop an atmosphere of collegiality, exchange of ideas, experimentation and research;

- Provide a forum for emerging talents in the various design and fine arts fields; - Meet the goals of the University in achieving excellence and measuring up to

international standards of education and practice in the design and fine arts field.”

Liberal Arts and Practicum based Learning The University’s mission, vision, and values attest to the unequivocal commitment of LAU to the liberal arts. The Liberal Arts Curriculum (LAC) covers areas of relevant knowledge and provides students with a considerable amount of flexibility and choice in fulfilling this requirement. The curriculum is composed of courses covering critical thinking, natural sciences, communications, cultural studies, history, philosophy, and religion. The LAC is 34 credits and is a required part of every program offered at the university. [See also II.2.2] On the other hand, from the first semester in the program, students work on design projects and related problem solutions. In multiple cases, their studio course requirements will not be fulfilled unless they spend a considerable amount of time in the workshop handling different wood and metal forming machinery to execute their designs. Furthermore, many design studios involve lecture type workshops delivered by invited international designers as well as traveling to sites and cities for hands on discovery and analysis. Below is a full description of the Liberal Arts Curriculum. Mission Statement The mission of the Liberal Arts Curriculum is to foster the education of the cultured and civically engaged person, and the formation of students as future leaders.


Educational Objectives 1. Gain cultural breadth. 2. Value ethical responsibility. 3. Develop analytical/critical thinking and quantitative competence. 4. Communicate effectively. Learning Outcomes 1. Recognize and value social and cultural diversity. 2. Exhibit an appreciation for the arts. 3. Demonstrate an appreciation of wellness and health. 4. Discern and make ethically based choices. 5. Demonstrate critical thinking. 6. Apply analytical reasoning. 7. Demonstrate aptitude in written communication. 8. Demonstrate aptitude in oral communication. 9. Demonstrate information literacy. The Liberal Arts Curriculum consists of 13 credits of required courses and 21 credits of elective courses for a total of 34 credits. REQUIRED COURSES The 13 credits of required courses Six credits of English ENG202 Sophomore Rhetoric 3 ENG203 Fundamentals of Oral Communication 3 Three credits of Arabic Language or Literature: ARA201 Appreciation of Arabic Literature 3 ARA301 Advanced Arabic Grammar 3 ARA302 Arabic Rhetoric 3 ARA321 Creative Writing 3 ARA322 Principles of Translation 3 ARA332 Ancient Arabic Literature 3 ARA333 New Trends in Modern Arabic Literature 3 ARA341 Modern Arabic Novel and Short Story 3 ARA342 Arabic Drama 3 One credit of Computer Applications: CSC201 Computer Applications 1 One credit of Basic Health: ETH201 Moral Reasoning 1 One credit of Ethics: HLT201 Basic Health 1 One credit of Physical Education: PED211 Beginning Swimming 1 PED218 Table Tennis 1


PED220 Beginning Tennis 1 PED231 Modern Dance 1 PED232 Folk Dance 1 PED251 BasketBall 1 PED261 VolleyBall 1 PED271 Tae-Kwan-Do 1 PED291 Physical Fitness 1 CULTURAL STUDIES, HISTORY, PHILOSOPHY, RELIGION A minimum of three and a maximum of nine credits of Cultural Studies, History, Philosophy, or Religion: Cultural studies CST201 Cultural Studies I 3 CST202 Cultural Studies II 3 CST203 Cultural Studies III 3 History HST221 The Ancient World, Greece and Rome 3 HST231 History of Lebanon, from the Imarah to the 1975-1990 War 3 HST240 History of Arab Peoples 3 HST242 Europe and the Middle East (1798-1956) 3 HST302 Medieval Europe (1066-1453) 3 HST303 Early Modern Europe (1450-1750) 3 Philosophy PHL204 Modern Philosophy 3 PHL301 Ethics 3 PHL302 Theory of Knowledge 3 PHL303 Metaphysics 3 PHL311 Philosophy of Religion 3 PHL324 Philosophy of Science 3 Religion REL312 Interpretation of Religious Literature 3 REL411 Myth and Ritual 3 REL412 History of Religious Thought in theMiddle East 3 REL413 Representatives of ChristianThought in the Modern Period 3 REL414 Representatives of Islamic Thought in the Modern Period 3 Literature A minimum of three and a maximum of six credits of Literature, taught in the English language ENG211 Literature I ENG212 Literature II ENG323 Renaissance Drama ENG324 Medieval Literature ENG325 Renaissance Poetry ENG326 Restoration and Neoclassical Literature ENG328 Early Novel


ENG336 Romantic and Victorian Poetry ENG339 19th-Century British Novel ENG342 Modernism and Beyond ENG345 The 20th-Century British Novel ENG346 Contemporary Culture ENG348 Postcolonial Anglophone Literatures ENG351 Early American Literature ENG352 20th-Century American Novel ENG354 Theories of Literature and Culture ENG372 Comparative and World Literatures ENG479 Topics in Literature and Culture Sciences A minimum of three and a maximum of nine credits of Sciences BIO201 General Biology I BIO202 General Biology II CHM201 Chemical Principles CHM202 Analytical Chemistry CSC241 Introduction to Computing ENV200 Introduction to Environmental Science MTH201 Calculus III MTH206 Calculus IV MTH207 Discrete Structures I NUT201 Fundamentals of Human Nutrition Arts A minimum of three and a maximum of six credits of Arts ARC/DES371 History of Architecture I ARC/DES372 History of Architecture II ARC/DES375 Introduction to Islamic Art ARC/DES376 Introduction to Islamic Architecture ART331 History of Art I ART332 History of Art II ART335 Islamic Art of the Middle East ART431 Modern Art COM210 Communication Media and Society COM225 The Art of Film COM242 Introduction to the Art of Theater COM249 Theater in Lebanon and the Arab World COM345 Modern Drama MUS311 Survey of Western Music MUS312 Survey of Middle Eastern Music


Social Sciences A minimum of three and a maximum of nine credits of Social Sciences ECO201 Microeconomics ECO202 Macroeconomics PJE201 Cross-cultural Communication for Peace POL201 Introduction to Political Science POL231 Introduction to Human Rights PSY201 Introduction to Psychology PSY202 Child Psychology PSY335 Consumer’s Psychology SOC201 Introduction to Sociology SOC215 Introduction to Gender Studies SOC311 Social Problems SOC321 Sociology of the Arab World WOS311 Issues and Debates in Feminist Theory WOS313 Women in the Arab World:Sociological Perspectives WOS412 Representations of Women in the Arts and the Media


I.1.2 Learning Culture and Social Equity

Learning Culture Policies LAU has in place policies and procedures that relate to academic freedom, freedom of choice, code of ethics, equity, sexual harassment, etc… In particular, the Academic Affairs Policy finds its inspiration in the Mission, Values, and Vision of the University, and in its commitment to academic excellence. The University is dedicated to upholding and preserving the principles of academic freedom. These principles reflect the University’s fundamental mission, which is to acquire and disseminate knowledge; foster independent thinking and expression while respecting the freedom of others; protect freedom of inquiry, research, teaching, and publication; and promote critical thinking and independent problem solving. The academic mission is also fulfilled by other policies that govern the quality of life and conduct in the University. For further information see http://www.lau.edu.lb/governance-policies/policies/ The School of Architecture and Design developed its own policy for the Foundation Year studios that guaranties academic equity among the large number of studio sections with respect to scope of projects, jury grading procedure and other related academic matters.

Policy Access See above

Harassment and Discrimination See http://www.lau.edu.lb/governancepolicies/policies/sexual_harrasment_policy.pdf http://www.lau.edu.lb/governance-policies/policies/code_of_ethics.pdf

Academic Integrity NEASC standards on The Academic Program and Integrity stress that “The institution works to prevent cheating and plagiarism as well to deal forthrightly with any instances in which they occur (3.38). Under standard 11, NEASC adds “the pursuit of institutional integrity is strengthened through the application of findings from periodic and episodic assessments of the policies and conditions that support the achievement of these aims among members of the institutional committee (11.11)”

LAU’s Code of Conduct – that applies to all faculty, students and staff – includes the following statement on academic integrity: “Academic Integrity: The University fosters an atmosphere of high integrity by maintaining an ongoing dedication to honesty and responsibility. Any act of lying, cheating, plagiarism, deliberate misrepresentation, theft, scientific fraud, dishonesty or ill use of other human beings is a blatant violation of this Code and will not be tolerated.”

http://www.lau.edu.lb/governance-policies/policies/code_of_ethics.pdf

As the University grew in size, added graduate programs and professional schools; and generally became more institutionalized, especially in the 21st century, documents on fostering academic honesty proliferated. The Academic Rules and Procedures for both Graduate and Undergraduate Programs were incorporated into


the annually published Academic catalog as of 2002-2003; and both sets of rules make reference to cheating/plagiarism. Issues of academic honesty also appear in the following university documents:

1. Code of Ethics; 2. Student and University Policy; 3. Student Code of Conduct; 4. Student Code of Ethics; and 5. Copyright and Patent Policy. LAU provides all faculty members access to turnitin. Thesis advisors must present the Dean’s Office of the concerned school with a turnitin Originality Report prior to announcing the Thesis defense. When in doubt about originality of submitted work, faculty members check Graduate and Undergraduate papers using turnitin, although they are not required to do so.

Assessment of effectiveness of current policies and practices

Faculty members emphasize to students the importance of academic honesty and apply the above rules in cases of cheating/plagiarism. Faculty members who teach remedial English and English proficiency courses (ENG 009, ENG 101, ENG 102, ENG 202 and ENG 203) explain to students the difference between plagiarized and original work; and more importantly work closely with students (in small classes of 25) to develop their writing skills so that they are capable of producing original work.

In all other courses, faculty highlight the importance of abiding by University regulations on academic honesty when presenting their course syllabi. This same message is reiterated before exams and when announcing course assignments. In Architecture, Arts & Design Courses, faculty monitor the progress students are making on their projects throughout the semester to ensure that students do not simply commission somebody to do their work. Most of the work is done in studios on University premises under the supervision of faculty. This minimizes the possibility of “unpleasant surprises” towards the end of the semester. Nonetheless, some faculty members still complain that the rules on cheating/plagiarism are not sufficiently clear or sufficiently strict. In response, schools have tightened their rules on cheating/plagiarism.

More importantly, and despite the efforts of faculty and the administration (such as through the establishment of a Writing Center) the approach to cheating/plagiarism is still skewed towards “policing” rather than working closely with students to instill in them a culture of academic honesty.


Projections

While little progress was made on the establishment of a uniform approach to academic honesty and issues of academic integrity throughout the institution, the University is cognizant of the critical importance of academic honesty to the educational process, and will address it through a specific initiative of the SP 2011-16. Indeed, one goal under the Education Pillar of the SP is to “Establish a uniform approach to academic honesty and issues of integrity in the institution.” The following action and timeline are included under this goal:

• Establish a University Standing Committee/Council on Academic Integrity. (Due date: March 1, 2012)

• Review and amend present University Code of Ethics, Policies, Procedures, and school specific rules and regulations dealing with academic dishonesty with a view to align them with current best practices in higher education.(Due date: January 31, 2012)

• Review and amend current University and school specific procedures that deal with reported cases of suspected violations (Due date: June 30, 2012)

• Create the function of University office on academic integrity with a mandate to provide admin follow-up / training / support / collection and documentation on unethical instances / assessment and other functions related to academic integrity (Due date: October 31, 2012)

• Require all schools to include clear and uniform rules and regulations on cheating and plagiarism in student handbook and catalog. (Due date: September 30, 2012)

• Schedule regular awareness campaigns to students and faculty that may include orientation, workshops, etc. (Due date: December 31 2012)

In line with the above, the Council of Deans appointed a Task Force to recommend to the university on how best to deal with academic integrity. The Task Force recommended the following:

General Recommendations:

(1) Proceed with the establishment of a University Standing Committee on Academic Integrity (USCAI), with representation from Academic Affairs, the Faculty Senate, Student Development and Enrollment Management (SDEM), and the Student Body. The head(s) of the office (or function) on academic integrity (when appointed) should be ex-officio on USCAI. The Task Force recommends that the mandate of the USCAI should be to: a) recommend University-wide policies and procedures on academic integrity; b) work with schools to develop (when needed) school-specific policies and procedures to deal with cases of academic dishonesty in specific disciplines (e.g. studio & design fields); c) review school-specific policies and procedures (when these exist) to ensure a common understanding of


what constitutes academic dishonesty, similar procedures of reporting cases of academic dishonesty and similar penalties and appeal mechanisms; and d) recommend to SDEM and the CD the organization and structure of the office on academic integrity, delineating its relationship to Deans of Students. The Task Force further recommends that the University-wide policies and procedures be compiled in a single brief document that should be adopted by the University through the appropriate channels and then widely disseminated and placed on the University website. USCAI should be established by October 2012.

(2) Proceed with the establishment of an office (or function) within SDEM to which cases of academic dishonesty are reported; and which provides follow-up with all concerned entities. The office should keep records of all reported cases of academic dishonesty and generate an annual report to be shared with the USCAI, CD and SDEM. CD and SDEM will decide on whether this will be a central University wide office; or by campus (based on a recommendation from USCAI). As noted above, there should be close relationship between the Office and the Deans of students and the USCAI.

(3) Schools need to develop policies and procedures, in line with the University wide policies and procedures, in order to cover situations particular to their disciplines, when not addressed by the University-wide policies and procedures.

Specific Recommendations:

1) Educate Students on Academic Honesty and Integrity • Beef up the part on academic honesty and integrity in the

University and School orientations for all new students. • Revisit the course contents and learning outcomes of ETH201

Moral Reasoning (1 credit) in order to ensure that the course heightens student awareness academic honesty and integrity in course work, and [Existing Catalog Description: This course explores ways to approach moral decisions individuals encounter in their daily life, with the focus on critical thinking and the importance of integrity. The course promotes productive dialogue, tolerance for diverse viewpoints on ethical issues, and skills of responsible citizenship].

• Design an online tutorial on academic integrity; and require all new students to complete and pass this tutorial during their first semester at LAU. To be implemented as of October 2013.

• Develop and maintain a section under the LAU website on academic integrity that provides resources and information to students. This section should be under information for current students.


2) Strengthen faculty awareness of policies and procedures on academic honesty and integrity (such as by including more information on academic honesty and integrity in the Faculty Handbook; and highlighting the policy on academic dishonesty during the orientation meetings for new faculty).

3) Develop & Implement the policies and procedures on academic integrity:

• Establish a clear policy on academic integrity that provides a general working definition of academic honesty and integrity; and identifies what constitutes cases of academic dishonesty. [See Attachment III].

• Develop University wide rules and procedures to ensure that the University operates under common standards regarding academic honesty.

• Establish a uniform University-wide procedure for reporting cases of academic integrity, to be implemented in lieu of existing school-specific procedures. . While developing the procedure need to be done by the USCAI, the Task Force recommends that the process starts with the concerned faculty member who should report the case in writing to the Department Chair who will then report it to the School Dean’s Office with any pertinent supporting information. The Dean’s Office will report the case to the concerned school councili, as well as to the Dean of Students who will share it with the (to be established) office on academic integrity. When a decision is reached by the concerned school council and approved by the School Dean, it should be conveyed to the Dean of Students for implementation in collaboration with the office on academic integrity.

• Establish clear penalties for proven cases of academic dishonesty. Said penalties should be uniform across all schools. Furthermore, in case of plagiarism in capstone projects, senior studies, MA//MS theses and projects, schools may recommend stiffer penalties.

4) Close the loop. In light of the data and information (including annual reports) generated by the office on academic integrity, the USCAI, in coordination with pertinent University bodies (e.g. office of Institutional research & Assessment), need to conduct “periodic and episodic assessments of the policies and conditions that support” academic integrity. The results of these assessments should be shared with the CD, SDEM, Office of Institutional Research & Assessment and other pertinent University bodies (e.g. the University Assessment Committee). This is in line with NEASC standards that note: “the pursuit of institutional integrity is strengthened through the application of “periodic and episodic assessments of the policies and conditions that support the achievement of these aims among members of the institutional community (11.11)”.

In line with the Strategic Plan action steps, the University will:


• Ensure that in the mandatory University and School orientation meetings for all new faculty members the issue of academic honesty is highlighted and new faculty are briefed on pertinent university procedures and the aforementioned “University Standing Committee/Council on Academic Integrity” and the “University Office on Academic Integrity”;

• Ensure that all departments inform their part-time faculty about the critical importance of academic honesty, availability of turnitin to full-time and part-time faculty, and the need to report any incident to the Department Chair and to the pertinent University Office (when established);

• Ensure that in the mandatory orientation sessions for new students, the issue of academic honesty is highlighted. (While the students orientation meetings do already cover academic rules and regulations, the issue of academic honesty can be further highlighted);

• Strengthen the English writing centers on both campuses and heighten student awareness of the help they can provide students with in writing and editing their papers; as well as implement other SP 2001-16 Action Steps that aim at fostering English proficiency. The rationale here is as follows. Cursory evidence from LAU and regional institutions shows a positive correlation between deficiencies in English and other academic areas (due to the students’ prior schooling) and incidents of cheating and plagiarism. Stated otherwise, students who cheat or plagiarize do so not out of mal-intentions, but because they have not developed the requisite skills to write proficiently in English and produce original work. While the bottom line is fostering academic honesty (including through disciplinary action) the University envisions its role as one of graduating students who are proficient writers and possess the skills and confidence to produce original work;

• Proceed with the establishment of the pre-Freshman English unit, as called for in the SP 2011-16. This unit will provide better management and closer supervision of the pre-freshman English course, which offer indispensable reading and writing skills for students who have English deficiencies. As noted above, addressing these deficiencies at the outset of the student university experience will contribute to lowering the number of students who are not sufficiently proficient in English to write in their own language on exams and produce original work. Promoting awareness of academic honesty among students, and developing students’ requisite skills, will be goals of the pre-Freshman English unit;

• Promote experiential learning and faculty supervised students research as called for in the SP 2011-16. By their very nature, such methods of learning and assessment reduce temptations to cheat.

In conclusion, the plan to foster academic honesty has to be educational and integrative, bringing together students, faculty and pertinent offices in order to achieve measurable and incremental progress; which will be tracked by the “University office on Academic Integrity.” The plan feeds into and intersects with other University plans


for the ethical, academic and professional development of its students. That is why it forms an integral part of the SP 2011-16.

Diversity See section I.1.1 and I.2.1

Social Equity See section I.1.1


I.1.3 Response to the Five Perspectives: A. Architectural Education and the Academic Community The School of Architecture and Design has a strong reputation within the local and regional community and spares no effort in raising the level and understanding of the architecture profession. Our favorable geographic location on the east coast of the Mediterranean Sea is considered an intersection between East and West. Situated in Beirut and Byblos, our two campuses reflect a synthesis of Western and Middle Eastern cultures. This is embodied in our multicultural educational approach, and reflected the diversity of our student body. The LAU administration has afforded full support to the architecture program as evidenced by the resources allocated to it (see I.2.4) and through relations with national and international communities and partnerships with other universities. The architecture program is also accredited and recognized by the French ministry of culture’s “Commission National de Reconnaissance des Qualifications Professionnelles” of the. This recognition enables our graduates to practice architecture in European Union member states. Faculty. The School of Architecture and Design [SArD] currently comprises of twenty-nine full-time faculty and two adjunct faculty. Sixteen full-time faculty are directly assigned to the architecture program and/or the foundation year. Of the full-time faculty, 60% are on tenure track. In addition two annually renewed visiting faculty positions are continuously filled [See IV.3 – Faculty Resume]. The architecture program has retained highly qualified faculty. Most faculty members have terminal degrees, mostly from North American institutions. Seven architecture faculty are licensed practicing architects bringing their professional and practical knowledge into the classroom. In addition, most of the faculty are active members of NGOs and/or academic organizations. All SArD faculty serve on school councils as outlined in the school bylaws. Architecture faculty are also asked to serve on standing school or university committees and councils. These councils include the University Admission Council, University Research Council, University Graduate Council, Faculty Grievance Council and the University Council for Financial Aid. Faculty are also involved in developing the university strategic plan, and currently two are engaged in the development of the university master plan. Visiting, adjunct and part-time faculty bring a rich contribution to the teaching and learning process through studios, lectures, seminars and exhibitions. Evaluation of faculty teaching, research, scholarly work, practice and services to the university and/or the professional community is conducted on an annual basis by the chair and dean. In addition, classroom evaluation is undertaken on a semester basis via student feedback. At the same time, faculty are supported by grants for research and professional development. As of fall 2012, the school Faculty Affairs Council will be in charge of recommending to the Dean decisions concerning faculty applications for funding research grants and professional development applications.


A key strength of the program is the diversity of faculty experience in terms of cultural background and education as well as professional and scholarly interests. The faculty body comprises historians, architects, urbanists, conservationists, theoreticians, and experts in computer design. Community Engagement. The architecture program offers a series of professional elective courses directly oriented towards public engagement and community outreach. Courses such as ‘Regional Architecture’ and ‘Landscape Design Workshop’ deal with actual issues which require cooperation with local and governmental agencies, integrating the agendas of different sectors such as government, industry, and civic society into the analysis when proposing strategies and solutions for the region. The purpose of the school’s Urban Planning Institute is “to address problems of urban growth and environmental change in Lebanon and the Middle East”. Consequently, the architecture program’s engagement with the community is continuous. It is constantly building relationships with diverse organizations and municipalities, and inviting practitioners to participate in studios, juries, lectures and seminars [See page 32 – Community Outreach Projects]. Liberal Arts-based education. LAU’s mission statement addressing the “education of the whole person” and its vision “embracing liberal arts in all curricula”, are clear testimonies to the university’s commitment to delivering a liberal arts education. The Liberal Arts Curriculum (LAC),a required part of every program provides students with a pre-set of courses [13cr] and a flexible choice of electives [21cr] covering arts, literature, natural sciences, communications, social sciences, cultural studies, history, philosophy, and religion. (See also II.2.2) Students enrolling in the architecture program at LAU also benefit from access to courses offered by other schools and departments. In addition, students in the architecture program share a common ‘foundation year’ with students majoring in interior and graphic design. This common foundation year aims at developing a general platform for a multiplicity of design concerns and methods, and provides students with a broad outlook into design as a creative activity in a way that is neither limited to nor separated by disciplinary boundaries. This comprehensive educational approach provides architecture students with a broad education, a readiness for engagement in self-development and preparedness for responding to civic responsibilities. Space and Equipment. The physical locations of the architecture program in the two LAU campuses are evidence of our broad-based community outreach. In both locations, the architecture program share premises with other SArD disciplines, namely interior design, graphic design and fine arts. This physical cohabitation encourages and facilitates student access to other programs on both campuses. (See I.2.3 - Physical Resources)


B. Architectural Education and Students. The architecture curriculum aims to balance theoretical with practical courses. As stated in the program’s objective III “Develop a broad base of theoretical knowledge and the necessary practical skills”,and objective V “Expose students to the current issues in theory and practice and to the latest technology in the field”, the architecture program is extensive and covers all aspects of the field, from an understanding of history to building technologies, and a range of architecture methodologies. The program structure leads to an interrelation between the architecture design studio courses and all other courses, be they theoretical or practical, in a direct learning process where all learning outcomes are applied in the design studio projects (See II.2.2 – B. Major Core Requirements). The architecture program starts with a foundation year that aims at creating an open multidisciplinary platform that serves all SArD design disciplines and enriches the student’s design culture through a number of design modules. The program ends with the fifth-year final project which represents the culmination of the entire curriculum and serves as a platform providing students with ample opportunities to choose topics from the architecture profession. Program Learning Outcomes. Graduates of the Bachelor of Architecture program will acquire the following skills:

i The ability to practice architecture in various contexts and cultures. ii A capacity for critical thinking and problem solving skills. iii The ability to identify design issues, conduct research, and to provide solutions. iv An understanding of the urban dimension of architecture and the

consequences of building activities on the environment. v The capacity to deal innovatively with projects of different types and scales. vi The capacity to elaborate projects with innovative structural systems,

detailing and material. vii The capacity to operate in a multi-disciplinary environment. viii The capacity to serve the community in organizations of both public and

private sectors. Liberal Art Curriculum. (See II.2.2 – A. Liberal Arts Curriculum) Professional Electives. The inclusion of professional electives widens student choices and interest in the profession. All students are required to take 14cr. of professional electives that add to their education knowledge in specialized fields such as landscape, regional architecture, digital media, Islamic art & architecture, and urban planning. Those courses may also lead to the granting of a minor if they fulfil the credit requirements.The Minor in Islamic Art, Architecture and Design exposes students to the artistic and architectural heritage of the Islamic world and broadens their knowledge in this aspect of the culture of the Middle East and related regions, whilst the Minor in Digital Media supplements students’ skills in computer-aided design with exposure to digital modeling and animations (See II.2.2 – C. Professional Electives and Minors).


Among the most important professional electives are the International Studios [ARC591, ARC592 and ARC595] which expose student to architecture abroad and give the program a momentum in seeking exposure to a multicultural educational approach. The International Studio started in 1998 with a visit to Berlin co-funded by Deutscher Akademischer Austausch Dienst [DAAD] and has been offered every summer since. Most recently, the 2012 program offers different destinations - Vienna, the Alps, Rome, Paris-London and Berlin. Over the years, destinations have included Copenhagen, Prague, Moscow, Istanbul, Barcelona, Marrakesh [Morocco] and Bangalore [India] (See page 36 - International Studio). Study or work abroad. Students are presented with opportunities to study abroad for periods ranging from one week to a complete term, providing the opportunity for diverse experiences in international contexts. Courses such as the International Studio and the International Workshop require students to be on location to cover specific topics of the classical, modern and contemporary architecture. The internship course, a practical experience required for all students, is usually performed in a reputable architectural firm in Lebanon and may open career opportunities locally or abroad. Students are required to perform their internship in the summer prior to commencing their fifth year of study. Availability of access to establish international exchange programs with others universities fosters an environment of open academic exchange and provides the school and department with visibility in the international academic arena. The partnership between LAU & other universities also offers opportunities to students to pursue their higher education elsewhere. The department is in process of establishing new exchange programs with Université de Montreal – Canada, University of Technology – Sydney, Australia, and the University of Applied Arts – Vienna, Austria. Currently, the School has two partnerships with: a) Ecole Special d’Architecture (ESA), Paris, “Students Exchange Program” – This agreement provides for the exchange of students, scholars, academic information and materials and other opportunities, Several students have benefited from this exchange. b) Domus Academy, Milan “Cooperative Activities” – where collaboration between the two institutions is based on different activities such as seminars, lectures, workshops, and students exhibitions. This collaboration also includes a special scholarship offered by Domus Academy to our students to pursue a masters degree. Advising. Students are assigned advisors to help them progress through the curriculum. Advisors continuously meet with students individually to follow-up on their progress and plan of study. Academic advising aims to help students overcome academic difficulties including probationary status, and to address concerns regarding academic issues. Through individual meetings, the academic advisors help students to identify the factors that contribute to their personal academic challenges and to give them the right academic guidance. (See also I.2.1 Student Support Services)


Diversity of Students. Amongst the architecture student body, 60% are Lebanese and 30% have dual nationality, of which the majority were born and have lived abroad. Foreigners make up the remaining 10%, coming mainly from nearby Arab countries. Student Exhibitions. In line with our program requirement, student work is exhibited at the end of each term. This public exhibition exposes students’ work to external professional reviewers and for internal re-evaluation. For projects in collaboration with municipalities or NGOs, exhibitions and symposiums take place within the community. Workshops and Lectures. The program is committed to running a yearly series of lectures and workshops in which practicing architects and/or visiting professors are invited to make presentations, exposing students to a broad range of subjects. C. Architectural Education and the Regulatory Environment The architecture program at LAU requires five years of study and integrates design studios and lecture-based courses. This combination of creative, theoretical and technical courses are put together to prepare graduates to become licensed professionals. Graduating architecture students of LAU benefit from unconditional acceptance into the Lebanese Order of Engineers and Architects (LOEA) provided that they are Lebanese and holders of the Lebanese high school baccalaureate diploma or its equivalent. Once members of the LOEA, graduates can start practicing. Codes and Laws. Starting in the third year, American Disability Association [ADA] requirements and other regulations are theoretically introduced in the context of design project work, while Lebanese construction codes and laws are independently taught in a separate course in the fifth year prior to graduation. Students are also exposed to regulatory issues during lectures, juries and contact with the school’s advisory council. Internship. The summer internship course ARC583 is an introduction to professional practice. The course involves a documented practical experience (200 work hours) in a professional firm approved by the Department. The work performed introduces the practical experience required for applying codes and laws. (See Appendix 4 - Office Practice Forms & Assessments of Student Professional Experience) International Accreditations. Our architecture program is recognized by the French ministry of culture’s “Commission national de reconnaissance des qualifications professionnelles placée auprès du ministère chargé de la culture”, which authorizes our students to present all regulatory requirements, internships and exams in order to practice in France and other European Union member states. Faculty Licensure. Licensed faculty are considered by the program as a strength. All of the design studio faculty, full-time and part-time, are licensed architects and active members of the professional community. Their knowledge of professional practice and regulatory settings allows the transfer of that knowledge to students in the educational process.


D. Architecture Education and the Profession The architecture program trains students to practice their profession in both local and international contexts. This imperative is contributed to by the invitation of a variety of practicing professionals, as visiting or part-time faculty, who bring their extensive experience into the classroom. The department also encourages private practice by its full-time faculty to maintain an active relationship with the ever-changing developments in the professional environment. School Advisory Council. Through its diverse composition, the School Advisory Council adds another professional dimension to our school. The School Advisory Council was recently formed and will operate according to approved bylaws. Its main duties are pedagogic but also extend to issues of community outreach. The School Advisory Coucil serves as a platform for introducing students to the profession by means of training and identification of social needs. Symposiums and Lectures. On-campus departmentally organized lectures, workshops, and symposiums dealing with the conceptual, cultural, environmental, political, economic and technical/professional impacts of design give students ample opportunities for exposure to national and international practicing architects. Through these symposium and lectures, undergraduates develop the ability to critically analyze design-related issues and to implement technically the conceived projects in order to provide solutions that contribute to the well-being of society (See page 26 - Symposiums, Lecture Series and Exhibitions) Core Requirements. The core of the curriculum is the design studio, where knowledge acquired in non-studio courses is integrated. The curriculum provides courses such as ‘Building Technologies’, Environmental Systems’ and ‘Working Drawings’ to develop skills and knowledge in areas such as environmental technologies, sustainability, integrated systems and comprehensive site design. The summer internship performed in professional firms is also an important component aimed at introducing students into the profession (See II.2.2 – B. Major Core Requirements). Professional Electives. Most of the professional elective courses adopted by the curriculum provide a deep understanding of the profession, especially with field trips and visits to offices, suppliers and sites. Courses such as ‘Professional Practice’, ‘Regional Architecture’, and ‘Urban Planning’ deal with actual processes and issues directed towards current existing situations. Student projects are introduced to the community through various groups, organizations, and municipalities, exposing undergraduates to professionals, clients and legislators and giving them collaborative roles and responsibilities. (See II.2.2 – C. Professional Electives and Minors) Competitions. Faculty and students are encouraged to register for and undertake competitions. Competitions held on local, regional or international levels expose students to different cultures and aspects of the profession. As a result, and by the very nature of all these exposures to real-world collaborative experiences, students develop the capacity to deal with projects of different scales and contexts, and to work in multi-disciplinary environments, developing leadership and critical thinking skills. Relationship with the Order of Engineer and Architects [Lebanon]. The program maintains excellent relations with the Lebanese Order of Engineers and Architects and


especially the Architecture Branch and Architects Association within the Order. The DAID participates in events and student competitions organized by the Order. E. Architectural Education and the Public Good The architecture program seeks to develop a broad base of theoretical knowledge and necessary practical skills, and to assert the role of the architect as a synthesizer of the different factors which affect the built environment. Engaging its students, the department outreaches to the community dealing with real architectural challenges which require cooperation with local and governmental agencies Liberal Art Curriculum. LAU’s Liberal Art Curriculum [LAC] is the basic element of our curriculum that caters to the public good (see II.2.2). Furthermore, the architecture core courses also build on the LAC through history courses related to design and arts fields. Core Requirements. Core requirements incorporate the knowledge necessary to address environmental and social challenges. This effort culminates in Design Studios VII & VIII – urban design studios - where contemporary problems related to the neighboring community is tied into the set design project problematic. This requires interaction between the students and contributing community members and offers a unique learning experience. In parallel to the design studio, a number of courses provide students with field-trips and opportunities for interaction with the public of the type needed to address social, economic and environmental challenges. (See page 32 - Final Year Community Outreach Projects) Professional Electives. Professional electives form another essential part of the curriculum. Courses such as Landscape Design workshop and Regional Urbanism, stemming from action research modalities, involve students in real-life projects, research and applications of knowledge in community projects (See page 32 - Community Outreach Projects). (See also II.2.2 – C. Professional Electives and Minors) The International Workshop 2012 has recently involved its students in architecture activism project in Barcelona, Spain and Bangalurue, India

Role of Design Activism: Homelessness in Barcelona International Workshop Fall 2011-12 With the collaboration of (MID) Mediterranean Interactive Dialogue NGO based in Spain, students got involved in addressing various societal, environmental and economic issues via design, art and planning. A one week trip to Barcelona in January 2012 allowed them to test their artistic interventions and raise awareness to their cause on the streets. Designing a Village for Autistic in Bengaluru, India International Workshop Spring 2012 With the collaboration of (AFHV) Autism for Help Village in Bangalore, students learned about Autism and planned several village prototypes that not only address the physical needs and functions but rather planned to challenge Autistic people to connect and relate to their environment. The students donated their designs to AFHV during a 10 day visit to Bangalore in June 2012.


Urban Planning Institute. The purpose of the Urban Planning Institute is “to address problems of urban growth and environmental change in Lebanon and the Middle East”. Consequently, the architecture program’s engagement with the community is continuous and relationships are constantly being built with diverse organizations and municipalities. Lecture Series.The department is committed to organizing lectures, workshops, and symposiums dealing with the conceptual, cultural, environmental, political, economic and technical/professional aspects of architecture and design, inviting renowned architects to expose to the community the art of architecture, place and culture (See page 26 - Symposiums, Lecture Series and Exhibitions).


2005-2012 DAID achievements & activities 1. SYMPOSIUM & LECTURES Paolo Golinelli, architect visiting professor at Politecnico of Milano Project as Change Wednesday, May 23, 2012 @ 6:00 p.m. Science 402, LAU Byblos Campus

Tiiu Poldma, professor (School of Industrial Design), Vice Dean, Graduate Studies, Faculty of Environmental Design, University of Montreal Light and Color in the Dynamic Interior Environment: Perspectives and Processes Thursday, May 10, 2012 @ 5:30 p.m. Business Building, room 904, Beirut Campus Elia Zenghelis, architect and professor of architecture in various universities. Original founders of the Office for Metropolitan Architecture, in partnership with Rem Koolhaas City Limits and Landscape Wednesday, May 9, 2012 @ 6:00 p.m. Science Auditorium 402, LAU Byblos Campus

Juan Manuel Palerm Salazar, professor of Architecture at the School of Architecture of Las Palmas de Gran Canaria. Architecture & built landscape. Palerm & Tabares de Nava Architects Wednesday, April 25, 2012 @ 6:00 p.m. Science Auditorium, LAU Byblos Campus

Francesca Chessa, professor of Colour and morphology theory and technique at the IED-Istituto Europeo di Design in Turin, Italy. The Art of Color Wednesday, April 18, 2012 @ 6: p.m. Arch 402, LAU, Byblos Campus Taisto Makela, Chair of the Department of Architecture at the University of Colorado in Denver. One hundred years of Finnish architecture March 21, 2012 @ 12:00 p.m. ENG 406, LAU, Byblos Campus Luca Barello, professor of architectural design Politecnico di Torino and NABA, Milano. La Vision du Marcheur March 14, 2012 @ 6:00 Science Auditorium 402, LAU, Byblos Campus Roger Connah, a writer, independent scholar and researcher based in Ruthin North Wales, and has taught for over three decades in Finland, India, Pakistan, Sweden, Canada and the USA.


“Pulp Architecture Revisited” reading from the anti-library January 23, 2012 @ 6:00 .ARC 402, Byblos Campus Benedict Anderson, practitioner working in scenography, dance, dramaturgy, architecture and film. Associate Professor Faculty of Design, Architecture and Building, University of Technology Sydney.

“Fictions Futures Movements Screens” January 18, 2012 @ 6:00 .Science Auditorium 402, Byblos Campus Matthias Schuler, mechanical engineer, worked with famous architects; Rem Koolhaas, Franck Ghery … “Local Identities – Climate Engineering” January 17, 2012 @ 11:30. Business Building 904, Beirut Campus Hannes Stiefel, architect, educator and writer, and he is co-founder of Stiefel Kramer Archietcture Vienna, Zuric “The Advantage of Inconsistencies” November 16, 2011 @ 5:00, Arc 402, Byblos campus Symposium, Architecture and the Political, coordinator Elie Haddad November 10, 2011 @ 10:00 BB 903, Beirut campus November 11, 2011 @ 12:00, Beirut Art Center Laura Padget, “Thoughts on Photography architecture and image making” October 26 & 27 2011 @ 5:00, LRC 21- ARC 302, Beirut & Byblos campuses International Studio- Berlin Summer 2010 May 16, 2011 starting @ 5:00, Science Auditorium, Byblos campus Beatriz Colomina, professor of Architecture, Director of the Ph.D. program in architecture and Founding Director of the Program in Media and Modernity at Princeton University. “Blurred Visions: Architectures of Surveillance from Mies to SANAA” May 4, 2011 @ 4:00, BB903, Beirut campus Sophia Vyzoviti, assistant Professor University of Thessaly, Greece. “The Depth of Surface” April 19, 2011 @ 5:00, Arch. 402, Byblos campus Teresa Stoppani, visiting Professor of Architecture History and Theory at the University of Technology Sydney


“Islands and Paradigms: on unorthodox ways to read the city”. April 18, 2011 @ 3:30, Science Auditorium, Byblos campus

Douaihy Pour Le Bois & Egger “Living and working with wood” March 8, 2011 @ 4:00, LRC 21 Beirut Campus Francesco Dal Co, professor of history University of Venice. Director of Casabella “Carlo Scarpa: a master behind the time” March 3, 2011 @ 5:30, Gulbenkian Theater, Beirut Campus Gabi Schillig, teaching at the Berlin University of the Arts / Institute for Transmedia Design “Elasticity of Space” February 23, 2011 @ 6:00, Science 607, Byblos campus Cindy Menassa, LAU faculty “Continuities and Discontinuities” December 15, 2010 @ 6:00, ARC 402, Byblos Campus Fuksas & Jodidio, Massimiliano Fuksas in conversation with Philip Jodidio November 9, 2010 @ 6:30, Irwin Hall Auditorium, Beirut Campus Mazen Haidar, LAU faculty “The Perception of Division and Border in Post-war Beirut” November 3, 2010 @ 6:00 ARC 402, Byblos campus Sandra Frem, LAU faculty “Nahr Beirut: Projections on an Infrastructural Landscape” October 27, 2010 @ 6:00, ARC 401, Byblos Campus Symposium, “Aldo Rossi, A scientific autobiography” coordinators Elie Haddad and Maroun Daccache October 21 2010, Irwin Auditorium, Beirut Campus Jean Marc Abcarius, visiting faculty at the Lebanese American University “Works by Abcarius+ Burns architecture design, Berlin”, May 26, 2010 @ 5:00, Irwin Theatre, Beirut campus. Matthias Ballestrem, visiting faculty at the Lebanese American University “Spatial prototypes” May 10, 2010 @ 5:00, Science Auditorium, Byblos campus


Nader Lahiji, visiting faculty at the LAUand University of Pennsylvania, Drexel University, Pratt Institute and Penn State. “Between Inside and Outside a Critique of (Super)-finicality in Contemporary Architecture”, March 11, 2010 @ 1:00, Science Auditorium, Byblos campus Stephanie Daddour, visiting faculty at the Lebanese American University “Of (f) the future: planning, conception & fabrication in the 20th century western architecture”, March 4, 2010 @ 6:30, LRC Auditorium, Beirut campus. Zaher Ayyach, architect “Foters plus Partners” December 9, 2009 @ 4:30, Science Auditorium, Byblos Campus Georges Abou Jaoudeh, professor of architecture at Lausane University “From Borromini to Botta: history, heritage and new technologies”, October 20, 2009, @ 5:00pm, Irwin theatre, Beirut Campus Claudine Abdel Masih, architect “Sustainable Construction” March17, 2009 @ 4:30, LRC21, Beirut campus Nader Lahiji, visiting faculty at the LAUand University of Pennsylvania, Drexel University, Pratt Institute and Penn State. “The Urban Palimpsest, Politics of Memory and the City as the Scene of Writing”, Marc 11, 2009, @ 1:00, Science Auditorium, Byblos campus Djordje Stojanovic, architect “VERSATILITIES” October, 29 2008 @ 1:00, Science Auditorium, Byblos campus Cesar Haddad, “Home Automation Systems” December 28, 2008 @ 2:30, LRC21, Beirut campus.

Symposium with Italian &Goethe Institute. “Contemporary architecture in Berlin” coordinators Maroun Daccache and Raymond Fein May7, 2008, Beirut Campus. Symposium with the Goethe Institute “Conscious Simple, Consciously Simple”, coordinators Maroun Daccache and Abdallah Kahil November 1, 2007, Beirut Campus.


2. EXHIBITIONS: End of year exhibition, Spring 2012 June 27 till July 10 Rima Hourani Exhibition Hall, Byblos Campus End of year exhibition, Spring 2012 June 28 till July 10 Cheikh Zayed Hall, Beirut Campus Byblos through the eyes of LAU graduate architects 2012 in collaboration with Byblos Municipality July 7-12, Garden of Cultural Center, Old souk Byblos (coordinator Tony Lahoud) Jounieh Exhibition with the collaboration of Jounieh Municipality July 7-12, Jounieh Municipality Building (coordinator Elie Haddad) Ecology. Design. Synergy. Behnisch Architekten +Transsolar Climate Engineering Exhibition January 17, 2012 @ 1:00 p.m. LRC Building 2nd floor, LAU, Beirut Campus (coordinator Maroun Daccache) Travelling Studios to Copenhagen, Amsterdam and Barcelona, summer 2011 November 16, 2011 starting @ 6:30, Rima Hourani Exhibition Hall, Byblos campus (coordinators Elie Harfouche and Tarek Zeidan) End of semester exhibition, Fall 2010-2011 February 21 till March 24 2011 Rima Hourani Exhibition Hall, Byblos Campus End of semester exhibition, Fall 2010-2011 31 March till 2 April 2011 Sheikh Zayed Hall, Beirut Campus Carlo Scarpa The inhabitant Space, selected drawing 1930-1960 exhibition March 3, 2011 @ 6:30, Sheikh Zayed Hall, Beirut Campus (coordinator Maroun Daccache in collaboration with Italian Culture Institute (Beirut), Italian Embassy (Beirut), Italian Ministry of Foreign Affairs, MAXXI Museum (Rome)) Aldo Rossi , A Scientific Autobiography October 21 till November 5 2010, Sheikh Zayed Hall, Beirut Campus (coordinators Elie Haddad and Maroun Daccache with the Italian Institute, Beirut) Final year projects Exhibition (Design X) (spring 2010) June 28 till July 5, Rima Hourani Exhibition Hall, Byblos Campus


End of semester exhibition, spring 2010 July 7-14, 2010, Rima Hourani Exhibition Hall, Byblos Campus End of semester exhibition, spring 2010 July 8-15, 2010, Sheikh Zayed Hall, Beirut Campus

End of semester exhibition, Fall 2009-10,

July 7-17, 2010, Sheikh Zayed Hall, Beirut Campus End of semester exhibition, Fall 2009-10, July 7-17, 2010, Rima Hourani Exhibition Hall, Byblos The Urban Environment: Mirror and Mediator of the Radicalization April 2, 2010, Sheikh Zayed Hall, Beirut Campus (coordinator Rachid Chamoun) Traveling Studio to London, Summer 09; December 9-16, 2009, Rima Hourani Exhibition Hall, Byblos Campus. (coordinator Elie Harhouche) Design III students Exhibition, December 18-30, 2009, Sheikh Zayed Hall, Beirut Campus (coordinator Jean Marc Abcarius) “From Borromini to Botta: history, heritage and new technologies”, November 20 till December 3 2009, Sheikh Zayed Hall, Beirut Campus (coordinator: Maroun Daccache with the Swiss Embassy, Beirut) “BERLIN: Nomad Architects”, May 7 – 20, 2009, Sheikh Zayed Hall, Beirut Campus (coordinators Maroun Daccache and Raymond Fein with the Goethe Institute, Beirut) End of semester exhibition, Spring 2009, July 7-17, 2009, Sheikh Zayed Hall, Beirut Campus End of semester exhibition, Spring 2009, July 6-17, 2009, Rima Hourani Exhibition Hall, Byblos Campus End of semester exhibition, Fall 08-09, February 26 till March 6 2009, Sheikh Zayed Hall, Beirut Campus End of semester exhibition, Fall 08-09, March 11-25 2009, Rima Hourani Exhibition Hall, Byblos Campus


End of year exhibition June 2008, July 15 -22 2008, Sheikh Zayed Hall, Beirut Campus “Jean-Pierre Coussin, Architectural Photography Exhibition”, April 15-20 2008, Beirut Campus, (coordinator Maroun Daccache) Traveling studio to Paris - Amsterdam, Summer 2007 Feb 27 till March 102008, Rima Hourani Exhibition Hall, Byblos Campus, (coordinator Tony Lahoud) Traveling studio-Germany summer 2007, “Highlights of German Architecture”, Dec. 7-21, 2007 Rima Hourani Exhibition Hall, Byblos Campus, (coordinator Elie Haddad) “Conscious Simple, Consciously Simple”, November 1-20 2007, Beirut Campus, (coordinator Maroun Daccache and Abdallah Kahil with the Goethe-Institute) “End or Year Exhibition 2006 -2007”, June 27 till July 7 2007, Beirut Campus “Landscape workshop Design Exhibition”, with El- Fourzoul Municipality, June 20-30, 2007 Byblos Campus, (coordinator Rachid Chamoun) “El- Mina regenerating the City”, with the El-Mina Municipality, April 1 - 7 2006, Dar El funun – El-Mina Tripoli, (coordinators Maroun Daccache, Elie Haddad and Antoine Romanous) Batroun festival, Students’ projects exhibition, July 2005, Dar el-Mona, Batroun, (coordinator Maroun El-Daccache) End of year exhibition, 2005-2006 July 2006, Rima Hourani Exhibition Hall Byblos campus 3. COMMUNITY OUTREACH PROJECTS: Mediterranean Cities Program - Genoa International Workshop: Recycling Genoa– Chantal Hayek, LAU faculty [Genoa, June 2012] The workshop is the third in a series organized by the Mies Foundation and the Architecture schools at the University of Genoa (UNIGE) and the Universitat Politècnica de Catalunya (UPC). Seven Mediterranean schools were invited from Patras, Beirut, Genoa, Marseilles, Casablanca, and Barcelona. The workshop focused


on the theme of ‘Industrial Heritage of Genoa and its Reuse’. The students proposed schemes for recycling five different sites along the coast of Genoa. Imagination 3 - Suitable Cultural Institutions: Imagine the synergy between cultural institutions and encouraging civil society – Chantal Hayek, LAU faculty [Beirut, Feb. 2012] The workshop was held in Beirut and organized by Henning Larsen Architects bringing together 8 speakers, 14 tutors and 31 students from the Art Academy, School of Architecture in Copenhagen, Damascus University in Syria and LAU, AUB and ALBA in Lebanon. The aim of the workshop and conference was to explore the possibility of design and the built environment in engaging cultural activities and raising awareness within the civil society regarding related issues. Mediterranean Cities Program - Barcelona International Workshop – Chantal Hayek, LAU faculty [Barcelona, June 2011] Organized by the Mies Foundation and the Architecture School of Barcelona – ETSAB, the workshop invited a number of professors and students from five different Mediterranean cities (Beirut, Genoa, Istanbul, Marseilles, and Barcelona) to Barcelona to propose mixed-use projects that aim to enhance the condition of the port with its industrial facilities and establish connections between it and the city. The workshop involved a series of lectures presented to the students by academics and professionals in the field. The work conducted by the students involved site excursions and surveys of Barcelona’s coastal area. Regional Architecture I - ARC482 – Antoine Lahoud

Amchit – spring 2011 Maad – spring 2010 Byblos – spring 2009 Regional Architecture I course starts by teaching the students the values of our built heritage from the middle age to the recent colonial traditional architecture. It introduces the students to gallery houses, court houses, and central hall houses. In spring 2011, students worked on-site on the town of Amchit. They transformed the town into a live workshop where they surveyed the square of the town and explained to its citizens the values of heritage and its importance in the urban fabric. After surveying and on-site working, students proposed several design solutions of restoration and renovation to the municipality of the town. The same exercise mentioned above was performed and accomplished in the village of Maad and in the city of Byblos.


Design Studio IX & X - ARC631 – Antoine Lahoud [Academic year 2011-12] Students were offered the opportunity to deal with the heritage site of Byblos city, in collaboration with Byblos municipality. The historical part of the city was the main workspace of the students. Their main purpose was to integrate a new layer to serve the city and its citizens while respecting all requirements of the historical area and heritage. Students worked on many subjects illustrating the integration of the new layer into the historical part as:

‐ Dialogue of civilization ‐ Extension of the old Ottoman souk of the city ‐ Articulation between history and tourism ‐ Etc……

During the International Festival of Byblos, the old souk held an exhibition to display and present the work and projects of the students. The exhibition was open to public and it was sponsored by Byblos municipality. Design Studio IX & X - ARC631 – Elie Haddad [Academic year 2011-12] Study of Coastal Town of Maameltein / Jounieh and individual student proposals for final project in the area. Students did a comprehensive urban analysis of the area as a prelude to proposing a project of urban significance as their final 'thesis' project for the Bachelor degree. This study was complemented by a public exhibition of student works and the urban analysis at the Municipality of Jounieh in July 2012, which was attended by the Municipality officials and the public.

Design Studio IX & X - ARC631 – Elie Haddad [Academic year 2010-11] Study of Town of Jbeil and individual student proposals for final project in the area. Students did a comprehensive urban analysis of the area as a prelude to proposing a project of urban significance as their final 'thesis' project for the Bachelor degree

Design Studio IX & X - ARC631 – Elie Haddad [Academic year 2009-10] Study of Town of Jounieh and individual student proposals for final project in the area. Students did a comprehensive urban analysis of the area as a prelude to proposing a project of urban significance as their final 'thesis' project for the Bachelor degree. Design Studio IX & X - ARC631 – Maroun El-Daccache [Academic year 2011-12] Beirut, Rethinking the Industrial Zone In the face of the new trend of cultural globalization and internationalism, which is occurring in all Lebanese cities as well as elsewhere on the Mediterranean coast, and in front of the urbanization of the cities and the break between the different urban


components and functions, rethinking the industrial zone as a public space for the new generation was the purpose for those students’ urban projects.

Design Studio IX & X - ARC631 – Maroun El-Daccache [Academic years 2009-10 and 2010-11] Re-editing Beirut River Research and Urban design students’ projects on revisiting Beirut River. The projects were the result of a period of urban research, and design focused on the idea of the role of architectural design in regenerating the river into public spaces. The projects are of economy focused function as well as cultural and social. They include social housing, museum for arts and crafts, industrial hotel … . They are new public structures that supply the existing function o Burj Hamoud, Sin El-Fil and the Karantina Area. This study was complemented by a public exhibition of student works at the Municipality of Burj Hamoud in July 2010. Design Studio IX & X - ARC631 – Maroun El-Daccache [Academic years 2007-08 and 2008-09] Maritime Façade of Byblos City The projects were the result of an urban research, and design focused on the idea of the role of Byblos harbor and the coastal line in relations to the old Medieval City. Project included: the re-definition of the harbor as public space for the city, the archeological museum for Byblos City … Design Studio IX & X - ARC631 – Maroun El-Daccache, Elie Haddad & Antoine Romanos [Academic year 2006-07] El-Mina Regenerating the City The projects were the result of a period of urban research, and design focused on the idea of the role of architectural design in regenerating a city. The projects are of economy focused function as well as cultural and social. They include a harbor station, a fish market, fishermen city, units of public housing, a youth hostel, a technical school, a museums and cemeteries. They are new public structures that supply the existing function of the historical area of el-Mina. This study was complemented by a public exhibition of student works at the Municipality of El-Mina, Tripoli in June 2007.


4. PUBLICATIONS: End of year Exhibition Catalogue, DAID, LAU (publication in process) Department Catalogue 2008, DAID, LAU, 2008 El-mina regenerating the City LAU, 2006 5. INTERNATIONAL STUDIOS: Vienna+ Graz - Summer 2012 (Coordinator: Elie Harfouche) Across the Alps – summer 2012(Coordinators: Cindy Menassa & David Kuelby) Berlin- Summer 2012 (Coordinators: Anette Erlenwein & Richard Douzjian) Lessons from Rome – Summer 2012 (Coordinator: Mazen Haidar) Barcelona- Summer 2011(Coordinator: Tarek Zeidan) Copenhagen- Summer 2011(Coordinator: Elie Harfouche) Amsterdam - Summer 2011(Coordinator: Asterios Agkathidis) Germany Summer 2010 (Coordinator: Elie Harfouche) London Summer 2009 (Coordinator: Elie Harfouche) Spain, Summer 2008 (coordinator: Abdallah Kahil) Paris & Amsterdam, Summer 2007, (coordinator: Tony Lahoud) Germany, Summer 2006, (coordinator: Elie Haddad) Morocco- & Spain, Summer 2005, (coordinator: Tony Lahoud) 6. STUDENTS AWARDS & SCOLARHIPS: Rawan Kashkoush Interior Architecture student from LAU, Beirut Campus (2009) got accepted in Domus Academy, Italy, with 40% scholarship to continue her Master studies in Interior and living design. Ghazal Kanaan Interior Architecture student from LAU, Beirut Campus (2009) got accepted in Domus Academy, Italy, with 20% scholarship to continue her Master studies in Interior and living design Jemma Elizabeth Chidiac Architecture Graduate from LAU Byblos Campus (2008) received the highest grade of graduating class and received the 2008 Architecture Award.


Tamara Saab Interior Architecture Graduate from LAU Beirut Campus (2008), received the highest grade of graduating class and received the 2008 Architecture Award Maria Makhlouf Architecture student from LAU Byblos Campus (2008) got accepted in Domus academy, Italy with 40% scholarship to continue her Master studies in urban management & Design. Wassim Melki Architecture Graduate from LAU Byblos Campus (2007) received the highest grade of graduating class and received the 2007 Architecture Award.He got accepted in Domus Academy, Italy, with 40% scholarship to continue his Master studies in urban management & Design Reem Zaza Interior Architecture Graduate From LAU Beirut Campus (2007), received the highest grade of graduating class and received the 2007 Architecture Award. Rita Nader Interior Architecture Graduate from LAU Beirut campus (2007), with cumulative GPA 3.35. In 2008, Rita’s project was selected among the 10 finalists for international TRAFFIC design competition where 16 cities participated. And her project won the prize award for her project Flash beam, and the mentioned project will be manufactured and distributed in the Middle East. In 2008 Rita got accepted in Domus Academy, Italy with 40% scholarship to continue her Master studies in product Design. Narine Tchilinguirian Interior Architecture Graduate from LAU Beirut campus (2006), with cumulative GPA 3.74. In 2008 Narine got accepted to continue her master studies from Alta Scuola Politecnica, with full scholarship and accommodation. Further, also in 2008 Narine’s project was selected among the 10 finalists for international TRAFFIC design competition where 16 cities participated Chantal Hayek Architecture graduate (2005) with cumulative GPA 4/4, received the best project prize and the president award of the School of engineering and architecture, as well as the Valedictorian award for the year 2005. In 2007, Chantal received acceptance with full scholarship to continue her Masters studies from Princeton University. Najwan Yassine Architecture graduate (2004) won the 1rst prize in ACSA completion in 2003.


Carla Aramouny Architecture graduate (2004) won the 3rst prize in ACSA completion in 2003. Aicha Abbas Architecture graduate (2004) won the honorable mention prize in ACSA completion in 2003

7. VISITING FACULTY a. Visiting Faculty (semester/year)

• Lucca Barello (Spring 2012) teaches Design courses and design workshop courses

• Christopher Burns (Fall 2011-2012) teaches Design courses and design workshop courses

• Hannes Steifel (Fall 2011-2012) teaches design courses • Annette Erlenwein (Fall 2011-2012) teaches design courses • Aghathidis Asterios (Fall 2010-2011) teaches design courses Byblos campus • Liz Azzi (Fall 2010-2011) teaches Design courses and technical graphics

courses • Sandra Frem (Fall 2009-2010 and spring 2010) taught Design courses and

technical graphics courses • Jean Marc Abcarius (fall 2009-2010 and spring 2010) taught Design courses

design workshop courses • David Kuelby (Spring 2010) taught design courses • Colm Dunphy (Spring 2009) taught design courses • Alessandro Artizzu (Spring 2009) taught Interior Design Studio IV and Interior

Design Studio VIII. b. Visiting faculty for intensive workshops: Dr. Taisto Makela (Spring 2012) Intensive workshop for Design Studio X Dr. Juam Manuel Palerm (Spring 2012) Intensive workshop for Design Studio X Mrs. Henrica Weststrate (Spring 2012) Intensive workshop for Design Studio X Dr. Elia Zengelis (Spring 2012) Intensive workshop for Design Studio X Dr. Roger Connah (Fall 2011-2012) Intensive workshop for Design Studio VII Dr. Ben Abderson (Fall 2011-2012) Intensive workshop for Design Studio VII Dr. Nader Lahiji (Fall 2011-2012) Byblos Campus, Intensive workshop for Design studio IX Mrs. Gaby Shilling (Spring 2011) Intensive workshop for Design studio VIII


Dr. Matheas Ballestrem (Spring 2010) Intensive workshop for Design studio VIII Dr. Nader Lahiji (Spring 2009) Intensive workshop for Design studio X Dr. Raymond Fein (Spring 2009) Intensive workshop for Design studio X Dr. Antonio Ramirez (Fall 2008-2009) Intensive workshop for Design Studio IX Dr. Djordje Stojanovic (Fall 2008-2009) Intensive workshop for Design Studio IX


I.1.4 Long-Range Planning Continuous improvement: With the establishment of the new School of Architecture and Design, and the regrouping of the architecture program with other design programs, SArD has restructured itself through its bylaws, promotion criteria and a strategic plan. The Department of Architecture and Interior Design [DAID] is mandated to monitor on the school’s reforms and proceed with the accreditation of its BArch degree. In that respect, the architecture program mission, program objectives and learning outcomes must be revised to meet the NAAB performance criteria. This revision will no doubt have an impact on the architecture curriculum and will lead to building a comprehensive assessment system. Long Range Planning: In 2012, SArD developed its first Strategic Plan 2012-2017 in which the department of Architecture and Interior Design aimed at addressing the weaknesses in the program’s curriculum, facilities, and student affairs issues (see appendix attached). For the ongoing revisions of the identified topics below, the department will establish an Assessment Steering Committee [ASC]. The ASC will be responsible for r

Documents

Bachelor of Architecture · 2014. 7. 2. · Email: [email protected] – Phone: 01-786456 ext:1809 Dr. Maroun El Daccache, Chair of Department of Architecture and Interior Design P.O